The May 2011 issue of Advances in Developing Human Resources is available online and can be found here. This special issue concerns the theme of “Data for Decision Making: Three Instances of Inquiry for Improved Action.”
The lead article, “Conflicts Over the Utilities of Teaching Using Educational Technologies: An Interpretive Critical Inquiry” was published by Elaine L. Demps, Texas A&M Health Science Center, Yvonna S. Lincoln, Texas A&M University, College Station, and Lauren Cifuentes, Texas A&M University–Corpus Christi.
Public research universities are experiencing a major transformation today as they become more entrepreneurial and engage in academic capitalism (Bok, 2003; Slaughter & Rhoades, 2004). At the same time, faculty members in higher educational institutions are pushed to integrate educational technology into their teaching (Bennett & Bennett, 2003). These two requirements appear to be conflicting demands and affect, among others, faculty performance and job motivation. An interpretive critical inquiry was conducted to understand the faculty experience of attending to the two apparently conflicting demands. Based on the findings, offered are suggestions and recommendations for organizational change that will serve to alleviate the conflicts faculty may experience as well as implications for HRD in public research universities in terms of addressing academic capitalism and teaching using educational technology. The stakeholders at whom this inquiry is aimed include faculty, administrators, students, HRD scholars and practitioners, as well as the system of the public research university.
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